Whole Class Instruction to Support Comparing and Contrasting Sources of Information (3-5)

Whole Class Instruction to Support Comparing and Contrasting Sources of Information (3-5)

in this segment we can see Nokia tackling the compare and contrast work the CCSS calls for you'll see you're teaching students to do this compare and contrast work with texts that have very different structures a photo and a poem both related to the topic being discussed in social studies Nakia is starting to work and move students towards standard four point six which asks students to compare and contrast first hand and third hand accounts on the same topic at the end she calls on students to think of other ways to organize their notes to do this work of comparing and contrasting and so here she's pushing them to think strategically about how they will transfer and apply what they've learned the key is said to us after this that based on the students conversations if she were doing this lesson again she might choose a different photo to do this work and you can see if you agree with her Makia also said she was resolved to continue to give students opportunities to look at first-hand accounts against third hand accounts on the same topic and consider how the point of view of the author in each of these formats influences the information presented and the way it is presented investigators we have been doing a lot of investigation work in social study centers Yes No maybe so yes what we've been doing is analyzing and gathering new information about about our immigration unit in social study centers right and a lot of what you've been doing is you've been taking like one source of information in that Center and saying okay what can I learn from this right what types of tech structures can I use to organize the information I'm getting in this work I'm doing in this Center how has some of that work been going let me know what's how's that been feeling to you guys in centers because today I want to teach you that when investigators get really good at pulling information from one source guess what we do we go in and we throw another source of information and then we start to think to ourselves what can I do in my social study center with two different sources of information and you guys know a lot about what you do with sources of information and social studies to learn new things Lilley and what we going to say do you agree with Lillian's idea that if we have two sources of information in a social study center we can compare and contrast are you not so sure do you disagree investigators I'm wondering what you're thinking today I'm hoping that when you go up to social study centers investigators can say here's the information I already know from working in this Center here's a new source of information and how can I compare and contrast some of that work does that seem possible that seem like something that you guys can do I've tried to do a little bit of that work for you to give you some ideas of what it might look like in your Center so if you guys take a moment to look at this photograph from our one of our best books in the immigration unit immigrant kids and I would like for you to notice and analyze the photograph with me can you guys do that now so if you're seeing a notice in some of what I'm doing you could just give me a quick thumbs up one thing that I notice when I was analyzing this photograph investigators is that the families working really close together in what we know to be a tenement apartment would you guys agree then I started to really look closely and I noticed that where the mom the dad and one child they seem to be working really closely right they have very little on room too so that's something that I noticed that that says a lot doesn't it would you guys agree with me and then notice with me investigators the boy off to the side I was thinking he either looks tired or unhappy what would you guys say and then I took a lot of what I was noticing investigators and I said so what am i learning I'm using my research I'm using my skills to analyze the photograph what am i learning so let's take a look at some of the notes I made about what I'm learning from this photo analysis work so investigate is one thing I'm learning from the photograph and my research is that life in tenement homes was really hard I'm also noticing that children had to work with their parents as soon as they were old enough to understand like directions and stuff they had to get to work would you guys agree with that I can see that in the photograph and I learned a bit of that from my research many immigrants made a living by sewing and guess what we know a little bit of that from what book quick quick quick read is what book do we know a little bit of that from that is sort of like our historical fiction paired with our non-fiction research Parker in a house a tale is they made a living by sewing and they made low wages that's another thing so I was using lots of sources of information there do you guys see that and then guess what I said I need to push my work in centers even more how can i push my thinking in photo analysis by using another source of information investigators today when you go off to center work you are going to use a poem which is a first-hand account of an immigrant experience and the title of it is not a refugee investigators I've taken one stanza from that poem it's the fourth stanza and I wanted to show you how investigators use to source of information to do some of what Lillian said was what type of work Lillian I'll read aloud investigators while you read to yourselves this fourth stanza of the poem not a refugee I don't want your handouts I need to be employed that way I'll feel valued my life can be enjoyed you can choose where you go I've never had that choice all I want is Liberty and to have a voice investigators does that sound like lots of the immigrant experiences that you've researched does it sound a lot like yes maybe so investigators right now I'd like for you you to use the information you're getting from this stanza of the poem which is this person's experience being an immigrant right and some of my noticing is and some of your noticing of the photo from photo analysis and say here are two different sources of information how can I use a compare contrast text structure to organize what I'm learning this again is let's think about text structures that we know well for comparing and contrasting Adrian what were you thinking I was thinking that a t-chart would work so let's create one together here on the board so if I was going to say I'm comparing and contrasting information from a first-hand account in a poem with a photograph of an immigrant family in the tenement house what types of things might be compared I'm thinking one side of my tea chart is going to be the firsthand account and the other side is going to be the photograph investigators given the information you have from this poem and analyzing the photograph turn and talk about one thing that I can compare contrast in my tea chart text structure about both sources of information can you turn and talk about that now turn back using the two sources of information what are some pieces that we can pop into our tea chart Joshua um like me me and my group said that fraternal that we could compare like in the poem the person saying they wanted to enjoy their life and their little kid from the picture being very unhappy and having like a sad face on both together because we we thought that they both wanted to enjoy their life and not like do work that they don't want to do many investigators on the carpet Joshua as you were speaking what's happened their heads because they agree with you Karolina went further after she tapped her head she even put a thumb up to Karolina can you say why speak to the whole group I'm gonna put down some notes my groups did the same thing and we agreed because it looks like the poem is it's almost like as a picture they're like in a bad mood so investigators is it is it safe to say that from two different sources of information one thing that we're finding they have in common is the immigrant in this poem who wrote this poem is saying I'm seeking a better life and from the way we analyze the photograph is it safe to say Parker that the entire family is seeking a better life in that sentiment home working and especially the little boy who's off to the side I would agree with that information to investigators when you go off today to your social study centers you are going to have the information that you've been working on in that sensor the new piece of information is the full poem not a refugee you guys have the opportunity to work with the full poem today when you go off to do some of that work you'll say what else am i learning from this poem what have I learned from the information I've already gathered in my social studies Center and how am I going to do some compare contrast work what seems the same with two different sources of information and what might seem different quickly spew off to me what are some other text structures that you might use to organize your information Ethan Ethan might use a Venn diagram once you get some of that information going and Adrian is agreeing with him Lila a double bubble because you might want to pull some things out and have just what same in the middle Yvonne is agreeing mahi-mahi might put some of that information in boxes and bullets and Ethan you're agreeing with that it sounds like investigators you guys are ready to go off remember that it's time to push your thinking in these social studies senses it's not okay to just research one thing it's time to take many sources of information and work with those are you guys ready to go off and do that are you guys ready to go off and do that investigators you may go off to your social study centers

3 thoughts on “Whole Class Instruction to Support Comparing and Contrasting Sources of Information (3-5)

  1. Love love this video . I was able to take away some great discussion pointers to polish up our discussions and make the process of introducing new tasks to centers quicker. This educator shows how routines and procedures are quite effective for reaching the the whole group in a timely manner and to assure understanding prior to starting new tasks…LOVE IT! Great Job Ms. Educator!

  2. This is a wonderful example of comparing and contrasting a poem and a photograph! I love all the videos of the TCRWP!

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